Journal article
Going Global with Assessment: What to do when the dominant culture's literacy drives assessment
Higher Education Research & Development, Vol.22(2), pp.131-144
2003
Abstract
This article explores how the dominant cultural literacy in a western context relies on a western template of knowledge that can inhibit internationalisation of the curricula unless it is identified, transformed, and broadened to become interculturally responsive. As Brian Street has said "literacies may be sites of negotiation and transform ation" (1994, p. 99). Drawing on the findings of an innovative website, Worldmarks, developed at Queensland University of Technology, as well as qualitative interviews with international students and staff, this article addresses the serious implications of assessment driven by the dominant culture's literacy. We identify how and why assessment driven by responsive cultural literacy enables all students to develop comprehensive intercultural communication skills and understandings as part of their lifelong learning in Australian universities.
Details
- Title
- Going Global with Assessment: What to do when the dominant culture's literacy drives assessment
- Authors
- Dolly MacKinnon (Author) - University of MelbourneCatherine Manathunga (Author) - University of Queensland
- Publication details
- Higher Education Research & Development, Vol.22(2), pp.131-144
- Publisher
- Routledge
- Date published
- 2003
- DOI
- 10.1080/07294360304110
- ISSN
- 0729-4360; 0729-4360
- Organisation Unit
- School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99451505502621
- Output Type
- Journal article
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